Ability to facilitate students' individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.
Ability to design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices in teaching and learning with technology.
Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
Ability to facilitate students' individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.
Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
Ability to design, develop, use, manage, and assess authentic digital-age learning experiences that are aligned with subject-area content and the Alabama Course of Study: Technology Education to maximize content learning and address diverse learning styles, incorporating the use of formative and summative measurement tools to better inform learning.
Summary of Individual Lesson Plan: This lesson is about analyzing evidence that supports three different theories of how the universe was formed. The students will have guiding questions for their research of the three theories. They will have to compare the theories and analyze the supporting evidence. Students will gain an understanding of scientific theories and will produce a product relaying their comprehension of the theories.
Individual Lesson Plan: This lesson plan displays the 5E model for a lesson on an investigation of scientific theories using three theories about how the universe was formed.
Individual Formative Assessment: This shows the formative assessment using a website called Padlet to gauge student's understanding and comprehension. https://padlet.com/hudnalls84/mujidrjexqb6
Individual Summative Assessment: This shows the results from the summative assessment given to students using the Edmodo page.
Summary of Group Lesson Plan: This lesson involves explaining how the periodic table is arranged by chemical and physical properties. Students will investigate the organization of the periodic table and periodic trends based on prior knowledge. Students will complete a pre-assessment of their knowledge of the periodic table using element cards within their groups. Each group will have guiding questions to guide their new knowledge gained. They will have to prepare a product to address the objective and relay their understanding.
Group Lesson Plan: This lesson plan displays the 5E model for a group centered lesson plan on organization of the Periodic Table and its trends.
Group Formative Assessment: This shows the link where students participated in a Kahoot review answering questions about the periodic table and trends.
Group Summative Assessment: The PowerPoint also serves as the assessment for the group. The rubric was thorough to ensure comprehension and understanding of the topic.
Reflection: These two lessons went well in the classroom. Both of the lessons included visual images and were designed to include all types of learners. There was a variety of formative assessments throughout the lessons to check comprehension. The summative assessments included an online test and a created PowerPoint. The students initially didn't grasp the element card sort for the Periodic Table, but with further explanation, they began to grasp the concept. For future references, I would include better directions for that part of the lesson to produce a better learning flow. The students responded well to the universe formation lesson. One thing I would change in that lesson, is to give them one type of graphic organizer instead of letting them choose. The standard of analyzing physical properties to explain periodic trends was met by the engage, exploration and explanation stages which focused on the trends and how they figured them out. The standard for comparing various theories for the formation of the universe was met by gathering evidence via research and compiling that information in a comparison organizer.
- Ability to facilitate students' individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.
- Ability to design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices in teaching and learning with technology.
- Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
- Ability to facilitate students' individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.
- Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
- Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
- Ability to design, develop, use, manage, and assess authentic digital-age learning experiences that are aligned with subject-area content and the Alabama Course of Study: Technology Education to maximize content learning and address diverse learning styles, incorporating the use of formative and summative measurement tools to better inform learning.
Summary of Individual Lesson Plan: This lesson is about analyzing evidence that supports three different theories of how the universe was formed. The students will have guiding questions for their research of the three theories. They will have to compare the theories and analyze the supporting evidence. Students will gain an understanding of scientific theories and will produce a product relaying their comprehension of the theories.Individual Lesson Plan: This lesson plan displays the 5E model for a lesson on an investigation of scientific theories using three theories about how the universe was formed.
Individual Student Sample: This is the sample of a student's created PowerPoint from the lesson on the comparison and contrast of the three theories of how the universe was formed.
https://docs.google.com/presentation/d/1w_Y1xKxbKBOtMIDAf65sn9kerC93W3QD7B6jqvQJjro/edit?usp=sharing
Individual Graded Rubric: This is an attachment of the rubric used to grade the PowerPoint project for the students.
Individual Formative Assessment: This shows the formative assessment using a website called Padlet to gauge student's understanding and comprehension.
https://padlet.com/hudnalls84/mujidrjexqb6
Individual Summative Assessment: This shows the results from the summative assessment given to students using the Edmodo page.
Individual Technology Proficiency Survey:
Summary of Group Lesson Plan: This lesson involves explaining how the periodic table is arranged by chemical and physical properties. Students will investigate the organization of the periodic table and periodic trends based on prior knowledge. Students will complete a pre-assessment of their knowledge of the periodic table using element cards within their groups. Each group will have guiding questions to guide their new knowledge gained. They will have to prepare a product to address the objective and relay their understanding.
Group Lesson Plan: This lesson plan displays the 5E model for a group centered lesson plan on organization of the Periodic Table and its trends.
Group Student Sample: This is the PowerPoint created by a group on the Periodic Table, which is used as their summative assessment.
Group Graded Rubric: This is the rubric used for grading students on their PowerPoint presentation. 4 is an A, 3, is a B, 2 is a C and 1 is a D.
Group Formative Assessment: This shows the link where students participated in a Kahoot review answering questions about the periodic table and trends.
Group Summative Assessment: The PowerPoint also serves as the assessment for the group. The rubric was thorough to ensure comprehension and understanding of the topic.
Reflection: These two lessons went well in the classroom. Both of the lessons included visual images and were designed to include all types of learners. There was a variety of formative assessments throughout the lessons to check comprehension. The summative assessments included an online test and a created PowerPoint. The students initially didn't grasp the element card sort for the Periodic Table, but with further explanation, they began to grasp the concept. For future references, I would include better directions for that part of the lesson to produce a better learning flow. The students responded well to the universe formation lesson. One thing I would change in that lesson, is to give them one type of graphic organizer instead of letting them choose. The standard of analyzing physical properties to explain periodic trends was met by the engage, exploration and explanation stages which focused on the trends and how they figured them out. The standard for comparing various theories for the formation of the universe was met by gathering evidence via research and compiling that information in a comparison organizer.